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I. SPATIAL SENSE
Teachers: Review as necessary map-reading skills and concepts, as well as geographic terms, from previous years Relief maps: identify elevated areas, depressions and river basins. Compare aerial photographs and maps. Identify the ways in which maps represent and simplify the real world. Read maps and globes using latitude, longitude, coordinates and degrees. Scale: measure distances using map scales. Identify the Prime Meridian, the 1800 line (International Date Line), the Eastern and Western Hemispheres. Terms: contour, scale, Prime Meridian, renewable, aquifers, reservoir, crust, tectonic plates, magma, lava, igneous, metamorphic, sedimentary, rainforest, savannah, immigration.
C. WARS BETWEEN MUSLIMS AND CHRISTIANS The Holy Land, Jerusalem The Crusades Saladin and Richard the Lionheart Growing trade and cultural exchange between east and west
III. AFRICA
Teachers: Introduce children to African geography and climate. Explain the importance of trade in the formation of the early African kingdoms, and use this to place them within the wider context of the trading routes, exploration, and cultural transmission based around east Africa and the Indian Ocean. A. AFRICAN GEOGRAPHY Mediterranean Sea and Red Sea, Atlantic and Indian Oceans o Cape of Good Hope o Madagascar Major rivers o Nile, Niger, Congo Major lakes: Victoria, Tanganyika, Chad Atlas Mountains, Mt. Kilimanjaro Contrasting climate in different regions: o Deserts: Sahara, Kalahari o Tropical rain forests (along lower West African coast and Congo River) o Savannah (grasslands) o The Sahel (the fertile region below the Sahara) B. AFRICAN HISTORY Early African Kingdoms o Kush (in a region also called Nubia) Once ruled by Egypt, then became rulers of Egypt o Aksum (also spelled Axum) A trading kingdom in what is now Ethiopia Medieval Kingdoms of the Sudan o Trans-Sahara trade led to a succession of flourishing kingdoms Ghana, Mali, and Songhai o Camel caravans Trade in gold, iron, salt, ivory, and slaves o The city of Timbuktu Centre of trade and learning o Spread of Islam into West Africa through merchants and travelers Ibn Batuta (also spelled Battutah, Batuta), world traveler and geographer o Mali: Sundiata Keita, Mansa Musa o Songhai: Askia Muhammad
Core Knowledge Sequence UK: All Subjects, All Years B. HAN DYNASTY (206 BC 220 CE) Trade in silk and spices, the Silk Road, the invention of paper
C. TANG (618 907) AND SONG DYNASTIES Highly developed civilization: extensive trade, important inventions (including compass, gunpowder, paper money) D. MONGOL INVASIONS AND RULE (13TH CENTURY) Genghis Khan and the Golden Horde Kublai Khan: establishes capital at what is now Beijing o Marco Polo E. MING DYNASTY (1368 1644) The Forbidden City Explorations of Zheng He
Important features: o Milton Sound, fjords and mountains on the South Island o Geysers in Rotorua on the North Island[cross-curricular connection with Year 2 History and Geography: geysers in Yellowstone National Park in the US and in Iceland] o Geographic isolation and unique species of plants and animals (e.g. kiwi fruit and kiwi bird); some plants and animals were threatened by the arrival of new plants and animals brought through colonisation (e.g. rabbits and ferrets that threatened the kiwi bird and other animals) Mori people and culture: elaborate mythology, traditional dancing (see rugby and the haka below), food traditionally cooked in a hngi (fire in a pit, with food cooked on top of stones and covered with leaves or mats) History o Dutch explorer Abel Tasman sighted New Zealand in 1642 o British explorer James Cook was the first to circumnavigate New Zealand o Treaty of Waitangi was a groundbreaking document that recognised Mori property and rights (1840) o New Zealand as a member of the British Commonwealth o First country in the world to grant all women the right to vote (1893) Sports o Mountaineering: Sir Edmund Hillary (from New Zealand) and Tenzing Norgay (from Nepal) were the first to climb Mt. Everest (worlds tallest mountain) in 1953 [cross -curricular connection with Year 3 History and Geography] o Rugby: All Blacks rugby team, Mori participation in rugby and the national teams performance of the haka (traditional Mori challenge) before matches
D. SOUTH PACIFIC ISLANDS James Cook as an explorer and a cartographer who was the first to map South Pacific Islands from New Zealand to Hawaii Melanesia: islands include New Guinea, New Caledonia, Fiji, Solomon Islands Micronesia: islands include Guam, Marshall Islands Polynesia: islands include New Zealand, the Hawaiian Islands, Samoa, Tonga, Tuvalu, the Cook Islands, French Polynesia, Easter Island
Core Knowledge Sequence UK: All Subjects, All Years o o Spain o o Portuguese conquer East African Swahili city-states Cabral claims Brazil
Two worlds meet: Christopher Columbus and the Tainos Bartolom de las Casas speaks out against enslavement and mistreatment of native peoples o Treaty of Tordesillas between Portugal and Spain o Balboa reaches the Pacific o Magellan crosses the Pacific, one of his ships returns to Spain, making the first round-theworld voyage England and France o Search for Northwest Passage o Colonies in North America and West Indies o Trading posts in India The Netherlands (Holland) o The Dutch take over Portuguese trade routes and colonies in Africa and the East Indies o The Dutch in South Africa, Cape Town o The Dutch in North America: New Netherlands, later lost to England
this was a break from the past. Ensure children understand how innovations in this period form the basis for much of our modern day understanding of the world. Link the technical developments to the nascent industrial revolution, and the political thought to the American and French Revolutions. A. PERIOD OF INTELLECTUAL, SCIENTIFIC AND POLITICAL DEVELOPMENTS [Builds on Year 2 History and Geography] Multiplicity of ideas and discoveries and their impacts on society o Begun in the later 17th century and encompasses the 18th century Based on reason, and the power of humans to use reason and observation to fully understand and control the world o Empiricism ; understanding natural phenomena; challenging religion o Humanism developed through thinkers such as Thomas Paine o Denis Diderots Encyclopedie; spreading new ideas; ordering the information precisely o Dr Johnsons dictionary; order and regularity into language o Joseph Banks; Endeavour voyage with James Cook; botany [Cross-curricular connection: builds on Year 1 Science]
Core Knowledge Sequence UK: All Subjects, All Years Constitutional Convention o Arguments between small and large states o The divisive issue of slavery, three-fifths compromise
F. CONSTITUTION We the people of the United States The separation and sharing of powers in American government: three branches of government o Checks and balances, limits on government power, veto The Bill of Rights: first ten amendments to the Constitution
V. NAPOLEON
Teachers: The rise of Napoleon should be treated in connection with events studied in the French Revolution section. Discuss the nature of Napoleons power in contrast with the ideas of the Revolution, and encourage students to look at his impact across Europe, especially in connection with the growth of European nationalisms. A. NAPOLEON BONAPARTE AND THE FIRST FRENCH EMPIRE Napoleon as military genius Crowned Emperor Napoleon I: reinventing the Roman Empire o The invasion of Russia o Exile to Elba o Wellington and Waterloo Core Knowledge UK, Civitas 2013 108 www.coreknowledge.org.uk
VI. ABOLITIONISM
Teachers: Explain the efforts to stop slavery in the context of its huge and extensive operation across the world, particularly in the Americas. Encourage students to think about the personal and psychologically damaging effects of slavery, as well as the reasons why people opposed abolitionism. A. ABOLITION OF SLAVERY IN THE BRITISH EMPIRE Committee for the Abolition of the Slave Trade, 1787 o Somersett case, 1772 William Wilberforce o Thomas Clarkson o Support from freed slaves o Autobiography of Olaudah Equiano o Freetown Slave Trade Act, 1807 o Slave trade abolished throughout the British Empire Slavery Abolition Act, 1833 o All slaves in the British Empire freed and their owners compensated Haiti: the only directly successful slave rebellion took place here o Toussaint LOuverture leads the Haitian slaves in an uprising against the French, inspired by the example of the French Revolution o Establishes the first post-colonial independent nation in Latin-America
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Find out about some of the various printmaking techniques, ranging from mono-printing, engraving, etching, screen-printing to lithography and even photography is a form of printmaking. Recognise as products of printmaking (prints), and discuss: o Albrecht Drer, The Rhinoceros (woodcut) 1515 (British Museum, London) o Paulus Pontius after Rubens, Self-Portrait (of Rubens), 1630 (British Museum, London) o William Hogarth, An Election Entertainment (engraving), 1755 (Hogarth House, Chiswick, London) o Henri de Toulouse-Lautrec, Moulin Rouge La Goulue (colour lithograph), 1891 (V&A, London)
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Music: Year 5
Teachers: In schools, lessons on music should feature activities and works that illustrate important musical concepts and terms, and should introduce important composers and works. When appropriate, topics in music may be linked to topics in other disciplines. The following guidelines focus on content, not performance skills, though many concepts are best learned through active practice (singing, clapping rhythms, playing instruments, etc.).
I. ELEMENTS OF MUSIC
A. ELEMENTS Through participation, become familiar with basic elements of music (rhythm, melody, harmony, form, timbre, etc.). o Recognise a steady beat, accents, and the downbeat; play a steady beat and a simple rhythm pattern. o Discriminate between fast and slow; gradually slowing down and getting faster. o Discriminate between differences in pitch: high and low. o Discriminate between loud and soft; gradually increasing and decreasing volume. o Understand legato (smoothly flowing progression of notes) and staccato (crisp, distinct notes). o Sing unaccompanied, accompanied, and in unison. o Recognise harmony; sing simple rounds and canons. o Recognise verse and refrain; also, introduction and coda. o Continue work with timbre and phrasing. o Recognise theme and variations, and listen to Mozart, Variations on Ah vous dirai-je Maman (familiarly known as Twinkle Twinkle Little Star). o Sing or play simple melodies. A. NOTATION Review the following notation o
Crotchet
o o o
Treble clef and names of lines and spaces in the treble clef
Minim rest
o o
Quaver
Time signature: 3 triple time 4 Soft: p Very soft: pp Loud: Very loud:
o o o o
Understand the following notation: o Moderately soft: mp o o Moderately loud: mf Middle C in the treble clef
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Tied notes
Dotted notes
Sharps
o o o
Flats Da Capo (D.C.): meaning from the beginning Da Capo al fine (D.C. al fine): meaning repeat from beginning to the fine (end) mark
D. MUSICAL CONNECTIONS Teachers: Introduce children to the following in connection with topics in other disciplines: Gregorian chant
III. SONGS
Any Dream Will Do Auld Lang Syne [Cross-curricular connection with Year 5 British History] Bear Necessities British Grenadiers Heart of Oak [Cross-curricular connection with Year 5 British History] I Wanna Be Like You Loch Lomond [Cross-curricular connection with Year 5 British History] Men Of Harlech My Bonnie Lies Over the Ocean (revise) Skye Boat Song [Cross-curricular connection with Year 5 British History] Waltzing Matilda [Cross-curricular connection with Year 5 Geography - Australia] With a Little Help From My Friend
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